Abstract
The problem solving approach to teaching has been widely accepted as the way to teach vocational agriculture. Few critics have expressed any opposition to the effectiveness of the problem solving approach on student achievement. Proponents of the problem solving approach to teaching give numerous arguments for its continued use in teaching high school vocational agriculture students. Variations of the problem solving approach have been recommended by agricultural educators since the beginning of agricultural education (Binkley and Tulloch, 1981; Crunkilton and Krebs, 1982; Hammonds, 1950; Krebs, 1967; Lancelot, 1944; Newcomb, McCracken and Warmbrod, 1986; and Stewart, 1950).
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